This document investigates the attitudes of successful individuals, citing the achievement of established goals as the criteria for success. After offering various definitions of success, the paper focuses on the importance of self-esteem to success and considers ways by which the self-esteem of students can be improved. Theories of human behavior are reviewed and examined as they apply to the field of education. Educational leaders are encouraged to instill in students an awareness of the destructiveness of negative thinking and the value of positive thinking. Suggestions for how to do this are offered through a review of models and beliefs of various authors. It is suggested that individuals with positive self-concepts are generally successful in any endeavor. A plan is proposed which allows educational leaders to become a part of promoting self-esteem in each individual student. A section on implications for enhancing self-esteem includes Mager's list of 20 positive practices for instructors; Chamberlin's list of 20 instructional traits; the California Task Force's 11 recommendations on education and self-esteem; Preziosi's 15 recommendations on how instructors can work with students; and suggestions from Purkey's Invitational Education Model. In addition, 22 of Purkey's Invitational samplers are listed, and his suggestions for both secondary school teachers and middle-school teachers are also provided. References are included. (NB)